Small groups study different strategies for health promotion and illness prevention and consider which they prefer discussing any limitations/criticisms and trying to create alternative models/ strategies.

Game-example: The 2030 SDGs Game

The 2030 SDGs Game is a multiplayer, in-person, card-based game that simulates taking the “real world” into the year 2030.

Designed in Japan in 2016, this experience has become a powerful and impactful social phenomenon in Japan, earning extensive media coverage and reaching over 100,000 participants.

2030 SDGs Game events are held in corporate, governmental, educational, and community settings. We currently have over 600 certified facilitators in Japan and around 50 globally.

The game is designed to be played with anywhere from 5 to 50 players. (That number can be expanded to a maximum of around 200 with multiple parallel ‘worlds’ operating at the same time.)

Play time is approximately 1 hour; with the necessary explanation and reflection afterward, it requires a minimum of 2 hours, and generally works best in a 2 ½ hour time frame.

Students research the purpose and focus of education in their country and consider its impact on various social groups, e.g. gendered, ethnic, class-based.

Students complete an essay critically evaluating purpose and structure of the educational system and provide suggestions for improvements.

Useful text: Pirbhai-Illich & Martin in Bamber & Bullivant, 2015 Teesnet Conference papers, Liverpool Hope 2015.

Introduce the Sustainable Development Goals, explaining that these are a set of targets launched in September 2015 with the aim of promoting sustainable development worldwide. One of the Sustainable Development Goals is for everyone to have access to quality education (SDG 4). Get students to consider to whom they might write (e.g. a local or national politician) and then write a letter asking them to support this SDG. In their letter, students should try to quote some of the data from here.

Students should explain why they think this SDG is of particular importance and use examples to extend their ideas. Students should draw on persuasive writing techniques.

Students devise role-plays to show examples of gender inequalities in work illustrating different views and interests of various stakeholders and showing possible actions.

Share and discuss and reflect on actions that can promote gender equity in work environments and within our daily lives (e.g. in family, in school etc.) and how this affects both men and women’s quality of life and life satisfaction.

General idea: The general goal would be to participate in social action aimed at eradicating hunger. However, this depends very much on local opportunities and the age of the students. Rather, we recommend that students design campaigns that may activate their social drive.
Project work: designing a campaign or its details (e.g. poster).

As a group, consider outcomes of some of the other activities designed to find ways of reducing poverty.

Decide how to put one into practice making a plan of action with next steps and agreed time scales.

Group work. In groups of 3-4 investigate innovative forms of education, teaching and learning from a holistic perspective, i.e. include students’ academic, social, cultural and physical development and consider the environmental, economic and social dimensions of sustainability.
Draw a flipchart where you present your findings to the class. Discuss the various ideas presented and think of the possibilities and what it would take to implement these ideas.

Students consider others in their school or environment that need support. Students work in groups and develop ideas that will help. The groups present their ideas. All the ideas are discussed and analysed on the basis of specific indicators (not labelling, feasible to apply, time needed, benefits for all). Students decide which ideas are appropriate and develop a timeline plan, having identifying the steps needed, for their implementation.

General idea: to find and analyse innovations that can be effective tools to end hunger – or have already come to fruition in the last decade.
Clarifying the concept of innovation, making high scores for the hottest innovators based on different criteria.
Planning and justifying innovation awards.

Game-example: Mission 1.5

Mission 1.5, which launched worldwide on February 13, 2020, will give them a direct way to communicate to their governments the change they want to see.
The campaign is based around a mobile game that educates people about climate policy and provides a platform for them to vote on the solutions they want to see happen. The votes will then be compiled and analysed by researchers at the University of Oxford before being delivered to government leaders and climate policymakers.

The game, developed by UNDP with partners, was beta-tested in September 2019 and 1.25 million players voted. It is launching in all six of the UN’s official languages, and more languages will be added as the campaign progresses throughout the year.

Mission 1.5 uses mobile gaming technology in an entirely new way. Instead of just a website, the game is delivered through ads in some of the most popular video games in the world.